EFFECTS OF CLINICAL ORIENTATION ON THE STATE ANXIETY LEVEL OF PSYCHIATRIC NURSING STUDENTS.
Contributors: University of Georgia.
Published: 1985
Number of pages: 114
Subjects: Education, Curriculum and Instruction.
Description: The focus of this project is the effect of clinical orientation on the state anxiety level of psychiatric nursing students. Two experimental studies using a pretest-posttest control group design were used. An analysis of covariance using an 0.05 level of probability was the statistical analysis used to test these three hypotheses: (a) There will be no difference in the state anxiety level of students oriented to a psychiatric clinical rotation in small group sessions and those not oriented. (b) There will be no difference in the state anxiety level of students oriented in a two-hour orientation session and those oriented in a one-hour orientation session. (c) There will be no difference in the state anxiety level of students throughout the quarter. Subjects for Study One consisted of 34 senior nursing students; 47 senior nursing students were the subjects in Study Two. Results of the studies showed a significant difference in the level of state anxiety as measured by the State-Trait Anxiety Inventory in the experimental subjects of Section One-Study Two following a two-hour clinical orientation at the beginning of the quarter. No difference was noted in the anxiety level of students participating in a one-hour orientation session of Study One or in a two-hour orientation session at midterm in Study Two. Also, no difference was noted in the anxiety level of the students as they progressed through the course. On the basis of this project this researcher concludes that a two-hour orientation session scheduled at the beginning of the quarter is effective in reducing the state anxiety level of psychiatric nursing students. Interpretation of the data indicates that the length of time, placement, and selection of exercises are essential factors that nurse educators must consider when planning orientation sessions.
Notes: Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2543.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1985.

School code: 0077.